STUDENTS’ PERCEPTIONS ON THE USE OF MIND-MAPPING TECHNIQUE IN EXTENSIVE READING II A THESIS

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STUDENTS’ PERCEPTIONS ON THE USE OF MIND-MAPPING TECHNIQUE IN EXTENSIVE READING II

A THESIS

Presented as a Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Pius Rahardian Putranto Student number: 041214092

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM LANGUAGE AND ARTS EDUCATION DEPARTMENT TEACHERS TRAINING AND EDUCATION FACULTY

SANATA DHARMA UNIVERSITY YOGYAKARTA

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iv Jula Juli Guru …………..

Urip dadi guru iku panggilan hidup yang mulia Mula sak tindak tanduke kudu eling lan waspada Kesadharane kudu dibangun sesuai Pancasila Morale ditata ojok sampek melanggar norma

Dhasare ngajar ya Undang-Undang Dasar Empat Lima Pancen tugase guru iku mencerdaskan nusa dan bangsa Kesetiaane kudu total tanpa pamrih

Lan rela berkorban kanggo anak dhidhike Guru ngono conto sing ditiru lan digugu Mula tingkah lakune jok ono sing kliru Jenenge ae pahlawan tanpa tanda jasa

Mula pengabdine jok ngarep-arep diganjar lan dipuja ………….

(Air Kata Kata – Sindhunata)

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vii ABSTRACT

Rahardian Putranto, Pius. (2009). Students’ Perceptions on the use of Mind-mapping Technique in Extensive Reading II. Yogyakarta: Sanata Dharma University.

This study deals with the use of mind-mapping technique in Extensive Reading II class. Considering that mind-mapping technique plays important role and the use of mind-mapping technique in ER II has possibility to affect the students’ learning achievement, this research is conducted to answer two problems. (1) How is the mind-mapping technique implemented in the Extensive Reading II of English Language Education Study Program? (2) What are the students’ perceptions on the use of mind-mapping technique the Extensive Reading II of English Language Education Study Program?

Three theories were employed in order to help the writer to answer those problems. First was the theory of mind-mapping technique. Second was the theory of perception, which includes definition, relationship between perceptions, learning and thinking, and factors influencing perception. Third was the theory of extensive reading.

In order to answer the problems, the writer employed a survey research. The data were gained from interview, observation, and questionnaire. The sources of data of the interview and questionnaire were one of the lecturers and two classes of ER II. The observation was conducted in the class and outside the class.

From the data analysis, the first result showed that mind-mapping technique was implemented well by applying the steps to do mind-mapping. First, the students were able to look for the relationships. The students used colors, lines, arrows to show the connections among the ideas generated on their mind-map. Second, they drew quickly on unlined paper without pausing, judging or editing. Third, they wrote down key ideas. Fourth, they put main idea in the center. The last, they leaved a lot of space. The second result showed that most of the students had positive perceptions on the use of mind-mapping technique in ER II. The positive perceptions gave benefits to the students. They were consolidating information, thinking through complex problems, and presenting information in order to develop new brain skill and high-order of thinking.

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viii ABSTRAK

Rahardian Putranto, Pius. (2009). Students’ Perceptions on the use of Mind-mapping Technique in Extensive Reading II. Yogyakarta: Universitas Sanata Dharma.

Penelitian ini melingkupi penggunaan teknik mind-mapping di kelas Extensive Reading II. Mengacu bahwa teknik mind-mapping mempunyai peran penting dan penggunaan teknik mind-mapping di kelas ER II mempunyai kemungkinan untuk mempengaruhi pencapaian belajar siswa, penelitian ini ditujukan untuk menjawab dua rumusan masalah. Rumusan masalah tersebut adalah (1) Bagaimana teknik mind-mapping diterapkan dalam kelas Extensive Reading II di Universitas Sanata Dharma? (2) Bagaimana persepsi siswa-siswa terhadap penggunaan teknik mind-mapping dalam kelas Extensive Reading II di Universitas Sanata Dharma?

Tiga teori dicantumkan untuk membantu penulis menjawab permasalahan-permasalahan tersebut. Pertama adalah teori teknik mind-mapping. Kedua adalah teori persepsi, yang mencangkup arti persepsi, hubungan antara persepsi, belajar dan berpikir,dan factor-faktor yang mempengaruhi persepsi. Ketiga adalah teory Extensive Reading.

Untuk menjawab masalah-masalah tersebut, penulis menggunakan metode survey. Data penelitian diambil dari wawancara, observasi dan kuesioner. Sumber data yang digunakan untuk wawancara dan kuesioner adalah salah satu dosen dan dua kelas ER II. Observasi dilakukan di dalam dan di luar kelas.

Berdasarkan data yang diperoleh, hasil pertama dalam penelitian ini menunjukkan bahwa teknik mind-mapping diterapkkan dengan baik yaitu dengan menerapkan langkah-langkah membuat mind-mapping. Pertama, para siswa dapat mencari hubungan setiap ide. Mereka menggunakan warna, garis, tanda panah untuk menunjukkan hubungan anta ride yang mereka hasilkan di dalam mind-map. Kedua, mereka dapat menggambar dengan cepat di atas kertas tanpa jeda ataupun mengedit. Ketiga, mereka menulis gagasan penting. Keempat, mereka dapat menulis gagasan utama di tengah. Terakhir, mereka dapat memberi sisa ruang di kertas mereka. Hasil kedua dalam penelitian ini menunjukkan bahwa sebagian besar siswa mempunyai persepsi yang positif terhadap penggunaan teknik mind-mapping di kelas ER II. Persepsi positif tersebut memberikan keuntungan bagi siswa-siswa. Keuntungan-keuntungan itu adalah mengolah informasi, berfikir untuk memecahkan masalah-masalah rumit, dan menghadirkan informasi guna meningkatkan cara berpikir baru dan berpikir cerdas.

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ACKNOWLEDGEMENTS

First and foremost, I would like to express my sincere gratitude to my Lord Jesus Christ Almighty for the magnificent love. I graciously thank Him for His blessings and guidance in my life. I also wish to express my gratitude to the holy Mary, the mother of all nations, who bestows upon my life with the splendid love.

I would like to express my deepest gratitude to my major sponsor, Mrs. Carla Sih Prabandari, S.Pd., M.Hum., for her kindness, encouragement, advice and patience in helping and guiding me during completion of this thesis. I would also like to thank all of the lecturers in English Language Education Study Program for involving me in the real learning process during my study in Sanata Dharma University. I would also like to acknowledge Mr. G. Punto Aji, S.Pd., M. Hum., for the permission to conduct this research in his class, I thank him for the valuable information he has willingly provided for me.

My deepest love and gratitude go to my parents, Yosaphat Hadi Sunyoto and Chatarina Sri Haryati, for giving me the greatest love, care, affection and prayer. My special thanks also goes to my dearest brother, Victor Puguh Harsanto for his togetherness. I also thank Om Hery, Bulik Ning, Brian, Brenna) and Trah Resosumartan for their kindness as well as supports.

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friendship and togetherness during our study. My special thanks also goes to Deny Septiyani for the time to share, affection, encouragement, and support.

Finally, many thanks are addressed to those who have endlessly helped, supported and motivated me in completing this thesis, whose name I could not mention one by one. May God bless them all.

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LIST OF TABLE

Page

Table 4.1: The Frequency and Percentage of the Students’

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LIST OF FIGURES

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LIST OF APPENDICES

Page

APPENDIX 1 : Observation Checklist ……….. 51

APPENDIX 2: The Raw Data of the Observation ……… 53

APPENDIX 3: Questionnaire ……… 60

APPENDIX 4: Questionnaire Result of the Use of Mind-Mapping Technique in Extensive Reading II ………. 62

APPENDIX 5: Questions of Interview with the Lecturer ..……….. 64

APPENDIX 6: Result of Interview with the Lecturer ……….. 65

APPENDIX 7: Result of Interview with the Students ………. 66

APPENDIX 8: Lesson Unit Plan ………. 70

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1 CHAPTER I INTRODUCTION

This study intends to explore students’ perception on the use of mind-mapping technique in Extensive Reading II class of English Language Education Study Program. This chapter presents the background of study, problem limitation, problem formulation, objective of the study, benefits of the study, and definition of terms.

A. Background of the problem

Traditionally, teaching-learning process is teacher-centered (English Teaching Forum, 1991: 31). The teacher only explains the materials and the student only becomes the passive listeners. There is a gap between the teacher and the student, and, therefore both of them lack for mutual information. Besides, the objectives of learning English are not merely limited to grammatical mastery, but it must be aimed at facilitating the student to develop their high-order of thinking and to acquire knowledge. However, many teachers have started to be more creative in preparing materials and techniques for their teaching process. They develop their materials and use some techniques in order to make the learners feel easy and relaxed in their learning process and be more self-reliant in acquiring the knowledge.

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mind-mapping. A mind-mapping is similar to a road map to help the learners on their journey (Busan, 1991). It provides an overview or overall picture of a particular subject and helps to plan the route or choices. Buzan adds that the mind-mapping stores a large amount of information efficiently, but the exciting part was to discover that the final mind-map is not only readable, but also potential to exercise the brain in a very exciting way. It helps develop critical thinking, which is often overlooked by traditional teaching methods. In addition, one of the powerful things about mind-mapping is that it becomes a tool to encourage creative thinking and often creative solutions to problems. Furthermore, Mind-mapping can help the learner understand and remember important points on their readings.

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and connections between the ideas. Therefore, the student is mapping knowledge in a manner which will help them understand and remember new information.

Extensive reading is a reading activity that is done for pleasure (Mikulecky, 1990). The students are given freedom to choose what they want to read. They are free to choose the reading passages. Meanwhile, the lecturer has to monitor the progress of the learners. Then, the lecturer starts to implement the mind-mapping technique in order to help students reach the goal of their study.

Students’ opinions and attitudes toward specific classroom activities or teacher-student interactions can affect the decision related to the best way to modify and employ various techniques and methods in the classroom (Young, 1991). In addition, students’ perception also covers wide variety of factors related to their language experiences, including opinion about their teachers, views of instructional activities and approaches, and expressions of satisfaction with their progress in their classroom. Therefore, students’ perception on what they learn also plays a key role in the success or failure of the learning.

This study is then aimed at finding out the implementation of mind-mapping technique in ER II class and discovering the students’ perception on the implementation of mind-mapping technique in ER II class.

B. Problem Limitation

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mapping technique in ER II class and the students’ perception on mind-mapping technique in ER II class of the third semester of English Education Study Program to assess learners’ progress in Extensive Reading

C. Problem Formulation

From the problem limitation, the problems can be formulated as follows: 1. How is the mind-mapping technique implemented in the Extensive Reading II

class of English Language Education Study Program?

2. What are the students’ perceptions on the use of mind-mapping technique in Extensive Reading II class of English Education Study Program?

D. Research Objectives

The objectives of this research are as follows:

1. To find out how the mind-mapping technique is implemented in the Extensive Reading II class of English Language Education Study Program.

2. To find out what the student’s perceptions on the use of mind-mapping technique in the Extensive Reading II class of English Language Study Program are.

E. Research Benefits

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1. Students

This research discusses the students’ perceptions on the use of mind-mapping technique. The researcher hopes that the students may improve their ability to comprehend reading passages in ER II class.

2. The Extensive Reading II lecturers of English Education Study Program This study provides information on how the student perceives on the use of mind-mapping technique in ER II class. The positive perceptions may affect on positive behavioral aspects so that the goal of the study can be achieved. Hopefully, this research can help ER II lecturers gain further information about the use of mind-mapping technique in teaching ER II. Besides, the students’ perception on the teaching technique implemented by the lecturer can also be used to improve the teaching-learning activities.

F. Definition of Terms 1. Perception

In this study, the term perception is defined as a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment (Robbins, 2005). In this research, perception refers to what students interpret in the use of mind-mapping technique.

2. Mind-Mapping technique

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3. Extensive Reading II (KPE 315)

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7 CHAPTER II LITERATURE REVIEW

In this chapter, a discussion is presented on theories underlying this study. This chapter is divided into two parts. The first part is the discussion of the theoretical description. It gives a detailed discussion of important concepts related to the study. The concepts discussed here are mind-mapping technique, perception in learning process, and extensive reading. The second part is the theoretical framework.

A. Theoretical Description

In this part, the researcher presents some related literature, which is needed to conduct the research. This part deals with mind-mapping technique, perception on language learning, and extensive reading.

1. Mind-Mapping Technique

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Buzan adds that mind-mapping is similar to a road map to help on a journey (Buzan, 1991). It provides an overview or overall picture of a particular subject and helps to plan the route or choices. The mind-mapping stores large amounts of information efficiently, but the exciting part was discovering that the final mind-mapping is not only easy to read and look at, but also uses the potential of the brain in a very exciting way. It helps develop new brain skills, which are often overlooked by traditional teaching methods. In a lecture, the students are drilled to develop their brain skill to make mind-mapping easy to read and interesting. In class, students use mind-mapping technique to summarize information from reading passages. Buzan further asserts that mind-mapping is also useful for consolidating information from different research sources, thinking through complex problem, and presenting information in a format that shows the overall structure of the subject. Therefore, mind-mapping is also useful when students want to organize ideas or information, generate idea, and solve complex problems.

Instead of presenting the term of mind-mapping, this research also presents a term, namely semantic mapping. This term is supported by Masters and Mori (1993: 118).

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Furthermore, Estes (1999) also offers the technique with the semantic mapping.

Semantic mapping is graphically representing concept. It portrays the schematic relations that compose a concept. It assumes that there are multiple relations between a concept and the knowledge that is associated with the concept.

This idea implies that semantic mapping is actually similar to mind-mapping. In other words, semantic mapping shows some related information to be connected and semantic mapping helps students exercise their capacity to think.

Mind-mapping (or concept mapping) involves writing down a central idea and thinking up new and related ideas that radiate out from the center of the mind-map (Buzan, 1991). By focusing on key ideas written down in the students own words, and then looking for branches out and connections between the ideas, students are mapping knowledge in a manner that will help them understand and remember new information. Buzan (1991) also presents some stages to do a mind-mapping:

a. Looking for Relationships

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b. Drawing Quickly on Unlined Paper without Pausing, Judging or Editing

This step promotes linear thinking whereas the idea of mind mapping is to think creatively and in a non-linear manner. There will be plenty of time for modifying the information later on but at this stage it is important to get every possibility into the mind map. Sometimes, some obscure possibilities that may become the key to the knowledge of a certain topic.

c. Writing Down Key Ideas

Some students find that using capital letters encourages them to get down the key points. Capitals are also easier to read in a diagram. Students may, however, wish to write down some explanatory notes in lower case. Some students do this when they revisit the mind map at a later date while others write in such things as assessment criteria in this way.

d. Putting Main Idea in the Center

Most students find it useful to do a mind map in "landscape" style. With the main idea or topic in the middle of the page this gives the maximum space for other ideas to radiate out from the center.

e. Leaving a Lot of Space

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subject right up until exam time. At the first meetings (of the semester), students draw initial mind maps to highlight some points, so that, later, they can add further information or questions during the period of their study (in the semester). For that reason it is a good idea to leave a lot of space. Here is the example of mind-mapping:

Figure 1. sample of mind-mapping

(source: www.buzancentre.com/mindmapgallery.httm accessed on July 4, 2008)

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In addition, in order to support this study, the writer also presents the theory of perception since one of the aims of this research is to find out the student’s perception on the use of mind-mapping technique.

2. Perception

a. Definition of Perception

There are some sources to define perception. Perception is defined as a process of organizing information that an individual gains from his environment to make it logical and sensible (Gibson, 1997). In other words, perception is the way to organize information around and to make it logical and sensible. Meanwhile, Gibson, Ivancevich, and Donnelly (1985) state that perception is an activity which employs us in every day of our lives. The perception is a set of factors which influence the motivational state of people in organization. It means that perception influences a person’s motivation in his or her surroundings.

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meaningfully. Altman et al. (1985) adds that perception is a process by which a person views reality. The way a person views the reality depends on how the available information is organized. Furthermore, Forgus (1966) states that perception is a process of information extraction. It means that perception is the process where the information is selected or sorted.

After knowing some definitions of perception, relationship between perceptions, learning and thinking will be presented in the next discussion.

b. Relationship between Perceptions, Learning and Thinking

In learning English as a foreign language, students’ perception has an important role. Tse (2000) states that students’ perception of their foreign language (FL) learning classroom experiences have important pedagogical and programmatic implications. It has also been theorized as having an effect on linguistic outcomes. Students’ perception also covers wide variety factors related to their foreign language experiences, including opinion about their teachers, views of instructional activities and approaches, and expressions of satisfaction with their progress in their classroom. Young (1991) states their hypothesis that pedagogically, students’ opinions and attitudes toward specific classroom activities or teacher-student interactions can affect decisions related to the best way to modify and employ various techniques and methods in the classroom. Therefore, students’ perception on what they learn also have role to the success and failure on the learning.

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(Robbins, 2005). So, the perception is the product of the responding to the stimulus or to the surrounding and of the process itself.

Figure 2. Gibson’s Perceptual Process (Gibson et al., 1985)

Based on Gibson’s perceptual process, there are three main points in the process of forming perception. The first is the input of stimuli. Each person selects various cues that influence his or her perceptions of people, objects, and symbols (Gibson et al., 1985). Each person will select different signal that she/he wants based on her/his needs. After she/he has the signal, she/he observes those signals or stimuli. The observation of the stimuli includes the cognitive processing. It means that each person processes the stimuli in the mind. When the cognitive process is finished, it will result as the evaluation and interpretation of the reality. In this point, he/she will give her/his interpretation or it can be called by sensation and evaluation of the stimuli. Through the interpretation and evaluation, it can result the response of behavior and attitudes formed. Perception, on the other hand, better describes one's ultimate experience of the world and typically involves further processing of sensory input. In practice, sensation and perception are virtually impossible to separate, because they are part of one continuous process.

Stimuli

Observation of the stimuli

The evaluation and interpretation

of reality

A response behavior

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Perception sometimes can also change and does not remain static. It depends on the stimulus, which is experienced by people who perceive. For example, the researcher perceives that being a teacher was not enjoyable occupation in the past because he has not experienced being as a teacher yet. But, now the experience may change that being a teacher is an enjoyable occupation after he has teaching experience. So, from the example, it can be seen that stimuli can affect people in forming their new perception.

If perception can change, it is also possible for the students to change their perception on what they experience especially on the use of mind-mapping technique. The students’ perception on the use of mind-mapping can change based on the stimuli during experiencing it in their learning process. It is very important and useful to see the progress of the students in their learning process.

The students’ perception on the use on mind-mapping can be gained from a process in forming a perception. They have a signal that is mind-mapping technique in their learning process based on their need. Then, they experience and observe their signal or stimuli. In this process, the cognitive process is also happening in their mind. Finally, they have their own perception when the process is complete.

c. Factors Influencing Perceptions

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1) Stereotype

Stereotype is a set of beliefs about the characteristics of people in particular in particular group that is generalized to all members of the group (Gibson et al., 1985). It means that what people believe is related to and might be influenced by the ethnic group membership. Altman et al. (1985) adds that stereotype is the process of categorizing people or things based on limited amount of information. It means that people choose their own category of people or things based on their expectation. In the perception on the use of mind-mapping, the stereotype might occur. People or students concern with things which are appropriate to their stereotype and might be influenced by others that do not match with their perception.

2) Selectivity

According to Gibson et al. (1985), people tend to ignore information or cues that might make them feel discomfort. So, people tend to select the positive stimuli then process them in the brain because it is impossible for them to have all the stimuli. However, people have their own interest so that each person will select what is the important one in fulfilling the needs. In the mind-mapping technique, students have their own interest toward the mind-mapping technique and whether this technique is important for them or not.

3) Self-concept

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to make them compatible with their present self-concept. The paradigm or the way we see our self will also influence our perception. People will have the perception after they choose the stimuli by themselves. Self-concept is often performed in the attitudes based on the stimuli which may result at the feeling like or dislike about certain thing.

4) Situation

The pressure of time will literally force a manager to overlook some details, to rush certain activities, and to ignore certain stimuli such as request from other managers or superiors (Gibson et al., 1985). Altman et al. (1985) adds that expectation towards situation may affect what he or she perceived. In the mind-mapping technique, the situation during the process of the implementation of mind-mapping technique is important in forming the perception. Students will see the situation of the stimuli especially in mind-mapping technique before they finally get the perception.

5) Needs

People are significantly influenced by needs and desires (Gibson et al., 1985). People do something based on their needs. In the use of mind-mapping, the needs of the students of their learning will also affect their perception. 6) Emotions

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In the next discussion, the writer presents the definition of Extensive Reading and some principles related to Extensive Reading.

3. Extensive Reading

Extensive reading is an approach to language teaching in which learners read a lot of easy material in the new language (Bramford, 2004). Brown (2004) also stated that Extensive reading is a reading activity that applies to texts of more than a page, including professional articles, essays, technical reports, short stories and books. Moreover, when the learners read extensively, they tend to read the text for pleasure (Harmer, 2004). Therefore, assessing extensive reading directs learners’ global understanding of some texts.

Since extensive reading is a reading activity that is done for pleasure, the role of a formal text that requires all learners to answer some questions from the same text is inappropriate. In extensive Reading, students choose their own reading material and read it independently. They read their own reading material for general, overall meaning, information and for enjoyment or pleasure.

Extensive reading depends on the students’ having suitable reading material. Therefore, it is appropriate that the first two principles of the extensive reading concern what students read. Here are some principles related to the extensive reading (Bramford, 2004):

a. The Reading Material Is Easy

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or no unfamiliar items of vocabulary and grammar. In ER II class, students read many kinds of material. Students tend to choose the materials which are easy to read. But, although they choose the easy material they also find some difficult vocabularies. Therefore, in the week assignment, students are required to submit the summary of what they read and include the difficult vocabularies.

b. A Variety of Reading Material on A Wide Range of Topics Is Available Variety means that students can freely find things they want to read based on their interests. Different kinds of reading material also encourage a flexible approach to reading. Students can read the material using their own ways and reasons. In ER II class, students have their own right to read many kinds of topics based on their interest.

c. Learners Choose What They Want to Read

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d. Learners Read as much as Possible

The benefits of language learning through extensive reading come from the quantity of the reading passages. The benefits of extensive reading can take effect, if students read a book in a week because it corresponds to goal of extensive reading. However, the implementation in ER II class, students are required to read one passage each week. After students read the reading passage they choose, students are supposed to report what they read in the form of mind-mapping.

e. Reading Speed Is Usually Faster rather than Slower

Because learners read material that they can easily understand, it encourages fluent reading. Dictionary use is normally discouraged because it interrupts reading, making fluent reading impossible. Instead, learners are encouraged to ignore or guess at the few unknown language items they may meet. The same principle applies to the ER II class, in which students are supposed to read fluently. They are not expected to use dictionary all of the time but to guess the unfamiliar words. But, if students really do not know the words they may open dictionary and note the difficult words and report it in the weekly assignment. f. The Purpose of Reading Is Usually Related to Pleasure, Gaining

Information, and General Understanding

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g. Reading Is Individual and Silent

Students read at their own speed. In some schools, there are silent reading periods when students read their self-selected books in the classroom. Most extensive reading, however, is homework. It is conducted outside the classroom. In ER II class, students read the materials they choose at home. They decide when and where they want to read in a week. They are also free to decide when they have to finish reading.

B. Theoretical Framework

The use of mind-mapping technique gives various experiences to the students. The students’ experiences of the use of mind-mapping technique also influence the students to have different perception.

Perception is subjective experience a person has and in a learning process after he/she experiences and observes his/her signal or stimuli. Perception also includes the aspects of observing, comprehending, and responding certain thing. Each person will have different perception because he/she has his or her own interest and subjectivity.

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means which help students to think and learn. The nature of mind-mapping is that mind-mapping involves writing down key ideas in students’ own words, and then looking for branches out and connections between the ideas. By building a mind-map, we are mapping knowledge in a manner which will help us understand and remember new information.

The theory of mind-mapping has a critical role to play in successful learning. Therefore, it is important if it is apllied by both students and teachers. The result of the observations will be written in paragraph to be analyzed and interpreted.

In finding out what students’ perception on the use of mind-mapping technique in ER II class, the writer employs the relationship between Perceptions, Learning and Thinking and the factors influencing perception. The writer needs to know whether perception has relation with learning or not. Factors influencing perception are also needed by the writer because it helps the writer to find out factors that can make students have various perceptions on the strategy. In order to find out the second question, the writer distributes questionnaire and the results are coded, analyzed, interpreted, and written in paragraphs.

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23 CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the method of this study. There are five parts to be discussed in this chapter. They are method, population and subject of the study, research instrument, data gathering, research procedure, and data analysis.

A. Research Method

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B. Research Participants

The subjects or participants of this research were the lecturer and the students of ER II class of English Language Education Study Program of Sanata Dharma University. The observation was conducted to two classes of the ER II Class. They were class A and B. The researcher observed all the classes because each class had its own dynamics, students’ interaction and also its own characteristics. The lecturer also became the participant of the interview. The interview was conducted to know how mind-mapping was implemented in the class.

Besides the lecturer, the participants of this research involved the students from two classes of the four ER II classes (class A and B, academic year 2006). There were fifty-five students of both ER II classes. Most of the students were 4th semester’s students. All of them were the research subject of this research.

C. Research Instruments

Observation, interview, and questionnaire were used as instruments of this research.

1. Observation

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inside the class. This part consisted of eight points. The second part was the observation outside the class. In other words, the second part was the students’ behavior during making the mind-maps. This part consisted of eight statements. The researcher joined the class and observed how the class ran from the beginning until the end. It was conducted in three meetings to see the progress of the class. The researcher did not only observe the teacher’s activities in the class but also the students’ activities when they were making their mind-maps outside the class. (See appendix 1).

2. Questionnaire

The second instrument was questionnaire. Ary, Jacobs, Razavieh (1990) state that a questionnaire was an instrument of the study to gather information through the respondents’ written responses to a list of questions. This instrument provided the researcher with information and suggestions of the students’ perception on the use of mind-mapping technique. The questionnaire was specialized to the students who used mind-mapping technique because there were some students who did not use mind-mapping in their ER II class. The questionnaire contained fourteen closed-ended questions and two opened-ended questions to be answered by the participants. The participants’ responses on the statements gave description on their perception and the participants’ answer on the one open-ended question gave their opinion and suggestion on the use of mind-mapping technique on ER II Class.

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learning (Gibson et al., 1985 and Buzan 1991). The participants should be careful in responding to all the statements and questions especially in understanding what they experience in mind-mapping.

The students were asked to respond to all the statements in the provided columns as their responses. The value of the responses was one to five. The value indicated their level of agreement. The value was for 1 for totally disagree, 2 for disagree, 3 for uncertain, 4 for agree, and 5 fro strongly agree. The totally agree or agree column was for those who had “good” perception on what they students did in their learning. The uncertain column was for the students who felt doubtful on what they perceived from their study. The students may be in between whether the students had well or bad perception. They may enjoy what they did in their learning but they may feel that there were some aspects they did not like.

3. Interview

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D. Data Gathering Technique

The data gathering was conducted by the observation, interview and questionnaire in the progress of Extensive Reading II class. The data of the observation were gained when the researcher joined the class to see how the mind-mapping technique was implemented. The observation was done on 29th of February, 21st of March, and 12th of April. The data from the questionnaire were collected when the researcher distributed the questionnaire to all participants and they completed all the answers and responses. This was held on the last meeting of ER II class, which was on 16th May, 2008. The data of the interview were gained when the researcher had an interview with the lecturer and students. The interview was held twice. The first was conducted to gain information from the lecturer, which was on the 17th of May 2008. The second was held on 16th of May, 2008 with the six students who were chosen based on their response on the questionnaires.

E. Data Analysis Procedure

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The second step of data analysis was recording the result of questionnaire into numerical data (See appendix 4). There were twenty statements and two questions of the questionnaires that are analyzed. The scoring was strongly disagree (1), disagree (2), uncertain (3), agree (4), and strongly agree (5). Each statement was counted in percentage. After that, the percentage of each response was counted for each questionnaire from each student. The writer put the raw data in the form of table. The researcher then counted the total score of responses in the questionnaire. From the total score, the researcher concluded the student’s perception on the use of mind-mapping technique.

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29 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter discusses the findings and data analysis resulted from the research. This research was conducted to find out the implementation of mapping technique in ER II class and students’ perception on the use of mind-mapping technique in ER II class.

A. The Implementation of Mind-mapping Technique in Extensive Reading II The data were obtained through observation and interview with the lecturer. Observation was carried out to answer the first problem of this study, namely, how the mind-mapping technique is implemented in the ER II class of English Language Education Study Program. The observation was conducted when the student were making mind-map in class and outside class. In addition, interview with the lecturer of ER II was also needed to know the implementation of the mind-mapping technique.

1. The Implementation of Mind-mapping Technique Based on the Observation

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class A, twenty nine used mind-mapping. Meanwhile, there were five students who did not use mind-mapping technique in class A. They had to present the summary on the reading passages they read using mind-map.

The observation of the individual students was also important in order to know how students made the mind-map. It was held on 12 and 13 March 2008. Four students of class A and B were observed when they were making mind-map individually in their boarding houses. Before the four students made mind-map, they had to read their passages. And then, they started making mind-map using a computer program, named Mind Manager. The students started to write the central idea of the topic they were exploring in the center of the page. After that, they added branches radiating from the center. They also used colors to make the branches. After they added the branches from the center, they also added the sub-branches with keywords. However, there was a student who made the mind-map with pausing because he made mind-map while reading the topic. He also edited the branches, so it took a long time to make the mind-map. It might be because he/she had not found the meaningful relationship among the ideas. He sometimes found it hard to transform what he understood into written form.

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center and wrote it with a bigger font and branched or radiated the central idea with keywords. And then, the students used their mind-map as a guide when they were presenting the topic in front of the class. However, there were some students who copied the sentences from the text to be put in the branch of the central idea. For example, one of the students wrote alcohol and nutrition as the central idea in the center of the page. He/ she wrote, Alcohol is considered to be a source of empty calories because it provides only negligible amounts of vitamins and mineral, instead of writing a keyword related to the center idea.

The third observation was conducted on the twelfth meeting in class A and B. There were 34 students in class A and there were 36 students in class B. There were twenty-nine students who used mind-map in class A and thirty students in class B. Based on the observation, most of the students followed the steps to do mind-mapping. The students used lines, colors, arrows, and branches to show the connections between the ideas generated on the mind-map. They also put the main idea in the center. Besides, they used landscape style of page. However, there were some students who violated the steps. Some students did not use capital letters in writing down the key ideas. They still wrote the key idea in a small letters. It was very important to write the key idea in capital letters because it helped them to get down the key point.

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the topic based on their interest since it would help them to use the mind-mapping. In other words, their interest in the topic could attract and encourage them to make mind-mapping.

The lecturer also asked the students to have ten reading passages related to their topic during the first four weeks. Those ten chosen reading passages became the reading materials for one semester. The lecturer also gave a chance to the students to actively search their own material so that they were prepared well. And then, the students would select one of their ten reading passages to be used in each week. It was expected that by applying this way the students would have good preparation and good achievement in the end of their learning.

The observation of two ER II classes and four students outside the class when they were making mind-mapping gave a significant description on how mind-mapping was implemented. Most of the students were able to clearly identify the relative importance of each idea and to draw quickly on unlined paper without pausing, judging or editing. They were also able to focus on the key ideas so that it became more clearly defined. And then, the main idea were immediately recognizable at the center of their mind-mapping and they were able to leave a lot of space on their mind-maps.

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fulfilled since from the visual point of view, the mind-map looked monotonous. There were no differences among supporting ideas. The students considered only using black color because of the economical aspect, since they would save money by printing the mind-map using black color only. Whereas, the use of multiple colors not only contributed to better visual appearance but also to the attractiveness of the mind-map. The use of multiple colors could stimulate creativity of the student in giving different feature of supporting ideas. The students were also able to improve their memory using different colors. In addition, the mind-map that used multi color also developed the meaningful relationship among supporting ideas so that it assisted the students to focus in the frame.

In addition, there were also some students who needed longer time to make the mind-map because the students made the mind-map while they were reading their passages. The students might think that by using that step, they would make the mind-map quickly. In fact, there were still some students who took longer time to do mind-mapping because of many pauses to do some editing. Besides, there were some students who did not use key words in their mind-maps. They used sentences to radiate the main idea in the center. It might be difficult for the students to search some key words from the sentences and wrote them down in some phrases.

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students were able to look for the relationships. The students used colors, lines, arrows to show the connections among the ideas generated on their mind-map. Second, they drew quickly on unlined paper without pausing, judging or editing. Third, they wrote down key ideas. Fourth, they put main idea in the center. The last, they leaved a lot of space.

2. The Implementation of Mind-mapping Technique Based on the Interview The result of the interview with one of the lecturers of ER II gave a description on how mind-mapping technique was implemented in the class. The lecturer said that the goal of implementing mind-mapping was especially to help the student make summary of the reading passages. Besides, the lecturer implemented mind-mapping in order to help the students analyze and retell the idea, and improve their understanding.

The lecturer also explained how the mind-mapping was implemented in the class. The lecturer offered software called Mind-Manager to help them build the mind maps. The students had to submit the mind-map containing the concepts of the reading passages they read once in a week starting from the fourth meeting of the class.

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preferred not to use it. This signified that most of the students were interested in this technique.

Based on the analysis above, it could be seen generally how mind mapping was implemented in ER II. The lecturer gave explanation on the activities related to the use of mind-mapping technique. From the interview, the researcher can see the lecturer’s motivation, goal, and expectation of implementing mind-mapping technique.

The lecturer implemented the mind-mapping in the class in order to help the students summarize their reading passages, analyze and retell the idea, and improve their understanding. It would help them to do their weekly task to summarize one reading passage. Besides, by implementing mind-mapping technique in ER II, the lecturer expected that it would be useful for their literacy development. They were analysis, synthesize, evaluate. In other words, it would be useful to develop the students’ cognitive skill.

B. The Students’ Perception on the Use of Mind-mapping Technique in ER II

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1. Students’ Perception on the Use of Mind-mapping Technique in ER II Based on the Questionnaire

In order to find out the students’ perception on the use of mind-mapping technique in ER II, questionnaires were distributed to the students of class A and B. The questionnaires consisted of closed-ended questions. The close-ended questions gave the students’ perception on the use of mind-mapping technique in ER II. There were sixty nine respondents from both class A and B. The students’ responses to the questionnaire represented their perception on the use of mind-mapping technique in ER II.

The following are the descriptions of the students’ responses to each statement.

No Statement Frequency and Percentage

SD D U A SA 1 Whether they often use

mind-mapping technique before.

2 2.90 % 1 1.45 % 2 2.90 % 32 46.38 % 32 46.38 % 2 Whether they always do

mind-mapping after reading some reading passages in Extensive Reading II class.

4 5.79 % 9 13.04 % 7 10.14 % 24 34.78 % 25 36.23 % 3 Whether they can make

mind-map clearly. 1 1.45 % 7 10.14 % 7 10.14 % 38 55.07 % 16 23.19 % 4 Whether they feel easy to

make mind-map. 1 1.45 % 3 4.35 % 14 20.29 % 42 60.87 % 9 13.04 % 5 Whether they use of

mind-mapping technique motivates them to learn the materials better. 1 1.45 % 8 11.59 % 10 14.49 % 34 49.27 % 16 23.19 % 6 Whether the mind-mapping

technique is the effective way to learn Extensive Reading II.

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7 Whether mind-mapping technique helps them to understand the idea of the reading passages they read.

0 0 % 2 2.90 % 8 11.59 % 38 55.07 % 21 30.43 % 8 Whether mind-mapping

technique helps them to be active student/learner. 1 1.45 % 6 8.70 % 9 13.04 % 37 53.62 % 16 23.19 % 9 Whether they feel challenged

when they use mind-mapping in their learning.

1 1.45 % 4 5.80 % 18 26.07 % 40 57.97 % 6 8.70 % 10 Whether the use

mind-mapping technique helps them to be creative.

1 1.45 % 1 1.45 % 7 10.14 % 43 62.23 % 17 24.64 % 11 Whether they like all the

activities related to the use of mind-mapping technique. 4 5.80 % 7 10.14 % 12 17.39 % 27 39.13 % 19 27.54 % 12 Whether they feel satisfied in

learning Extensive Reading II class using mind-mapping technique. 4 5.80 % 6 8.70 % 12 17.39 % 28 40.58 % 19 27.53 % 13 Whether they get more

experience through mind-mapping technique. 1 1.45 % 1 1.45 % 10 14.49 % 49 71.01 % 8 11.59 % 14 Whether they believe that

they make good progress or improvement in their learning through mind-mapping technique. 1 1.45 % 3 4.35 % 9 13.04 % 48 69.57 % 8 11.59 %

Table 4.1 The Frequency and Percentage of the Students’ Responses to each Statement on the Questionnaire.

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almost all the respondents were indicated that they often used mind-mapping before, while the two students who strongly disagreed and the one who disagreed might have seldom or never used mind-mapping before. Meanwhile, the other two students did not decide whether they had often used mind-mapping before.

Statement number two asked about student’s frequency in using mind-mapping after reading some passages in ER II. Four students (5.79 %) chose strongly disagree and nine students (13.04 %) stated that they agreed. In addition, there were seven students (10.14 %) who chose undecided. Furthermore, twenty-four students (34.78 %) chose agree and 36.23 % or twenty-five students chose strongly agree. This result indicated that most of the respondents always do mind-mapping after reading some reading passages.

In addition, the statement number three, whether they can make mind-mapping clearly, was responded well. One student (1.45 %) chose strongly agree and seven students (10.14 %) stated disagree. Seven students (10.14 %) chose undecided. In addition, there were thirty-eight students (55.07 %) who chose agree and sixteen students (23.19 %) chose strongly agree. Obviously, most of the respondents (fifty four students) stated that they could make mind-map clearly. Unfortunately, there were eight students who admitted that they found difficulties in making the mind-map.

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felt easy when doing mind-mapping or not. In addition, there were forty-two students (60.87) who chose agree, while 13.04 % or ten students stated that they strongly agreed for statement number four. This result showed that most of the students felt easy to make mind-map.

Responding to the fifth statement, whether the use of mind-mapping technique motivates them to learn the materials better, one student (1.45 %) chose strongly disagree. Eight students (11.59 %) stated that they disagreed. In addition, there were ten students (14.49 %) who stated that they were undecided. Forty students (thirty-four students agreed and sixteen students strongly disagreed) proved to be motivated. It was obvious that most of the students considered mind-mapping technique motivated them to learn the material better.

Statement number six concerned with whether mind-mapping is the effective way to learn ER II. None of the students chose strongly disagree and five students (7.25 %) stated that they agreed. Ten students (14.49 %) were doubtful whether mind-mapping was an affective way to learn ER II or not. There were thirty-five students (50.72 %) who stated that they agreed and 27.53 % or nineteen students chose strongly disagree. This result showed that most of the students (fifty four students) stated that mind-mapping was the effective way to learn ER II.

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mind-mapping helped them to understand the idea of the reading passages they read. Meanwhile, there were two students chose disagree and eight students were confused whether mind-mapping technique helps them to understand the idea or not.

Responding to the eighth statement about whether mind-mapping technique helps them to be active student/learner, one student (1.45 %) stated that he/she strongly disagreed. Six students (8.70 %) stated that they disagreed. There were nine students (13.04 %) who chose undecided. 53.62 % or thirty-seven students stated that they agreed. The rest, sixteen students (23.19 %) chose strongly agree for statement number eight. This result indicated that most of the students agreed that mind-mapping technique helps them to be active student/learner.

Statement number nine concerned with whether they were challenged when they used mind-mapping in the learning. One student (1.45 %) chose strongly disagree. For disagree, there were four students (5.80 %) who chose it. Eighteen students (26.07 %) responded to undecided. There were forty students (57.97 %) who stated agree. Six students (8.70 %) stated that they strongly agreed to respond statement number nine. It was obvious that most students agreed that they were challenged to use mind-mapping.

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62.23 % or forty-three students stated that they agreed. Seventeen students (24.64 %) stated that they strongly agreed. It implied that more than half of the respondents agreed that using mind-mapping helped them to be creative.

There were four students (5.80 %) who chose strongly disagree and seven students (10.14 %) stated that they disagreed in responding to the eleventh statement, whether they like all the activities related to the use of mind-mapping technique. Twelve students did not decide on the statement and forty-six students (twenty seven students agreed and nineteen students strongly agreed) proved to be excited when they used mind-mapping. This result showed that most of the students liked all the activities related to the use of mind-mapping technique.

Statement number twelve, whether they feel satisfied in learning Extensive Reading II class using mind-mapping technique, was responded well. Four students (5.80 %) chose strongly agree. Six students (8.70 %) stated that they agreed with the statement. Twelve students were confused to decide. Twenty eight students (40.58 %) stated that they agreed and nineteen students (27.53 %) strongly agreed. Obviously, most of the students felt satisfied with their learning using mind-mapping.

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agreed. Obviously, more than half of the respondents agreed that they got more experiences through mind-mapping technique.

Responding to the last statement, whether they believe that they make progress or improvement in their learning through mind-mapping technique, one student (1.45 %) stated that he/she strongly disagreed and three students (4.35 %) stated that they disagreed. It entailed that some of them did not put their trust on mind-mapping technique. There were nine students (13.04 %) who were doubtful to choose this value. Fifty-six students (forty-eight students chose agree and eight students chose strongly agree) proved to make good progress. This result implied that most students believed that they made good progress or improvement in their learning through mind-mapping technique.

By knowing the frequency and percentage of the students’ responses to the questionnaire, the students’ tendency in perceiving mind-mapping technique could be characterized. The students gained positive perception on the use of mind-mapping technique in Extensive Reading II.

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The positive perceptions on mind-technique were shown on statement number three. The students stated that they could make mind-map clearly. This happened because they had experienced mind-mapping technique before so that this fact helped them to make mind-map clearly. Besides, the students found it easier to make mind-map because they had experienced in using mind-mapping before. However, there were fourteen students who were undecided whether they could make mind-map clearly or not. Moreover, the students were motivated to learn the material in ER II class better through the implementation of mind-mapping technique. And then, statement number six indicated that students perceived that mind-mapping technique was the effective way to learn ER II.

Furthermore, the students’ positive perceptions on mind-mapping technique were also shown by the result of the questionnaire number seven and eight. The students stated that mind-mapping technique helped them to understand the ideas of the reading passages better and this make the students be active students. Besides, the student also stated that using mind-mapping technique was beneficial to help them to be creative as responded in the tenth statement of the questionnaire. They were also able to use colors in their mind-mapping so that it was very interesting It therefore corresponded to the goal of the lecturer to drill the students to be more independent and self-reliant.

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also had a good perception toward the use of mind-mapping technique especially in the satisfaction in their learning. Most of the students stated that they were satisfied with learning ER II class using mind-mapping technique. However, there were some students who were not satisfied with the use of mind-mapping in their learning. It might have been because the students had their own ways to learn ER II so that they thought mind-mapping was not really appropriate for them. In addition, using mind-mapping technique in ER II class also provided the students with more experiences in their learning. Through mind-mapping technique students gained experiences that could improve their knowledge. Moreover, the students’ last response to the statement also showed positive perception. They believed that they make improvements on their learning with help of mind-mapping.

Perceiving mind-mapping technique positively, the students considered that mind-mapping technique gave three benefits. The first, it helped them to consolidate information. The second, they could think through complex problems by using mind-mapping technique. The last, the students could present information in order to develop new brain skill and high-order of thinking. As a result, the students must have positive perception on the use of mind-mapping technique in Extensive Reading II class.

2. Students’ Perception on the Use of Mind-mapping Technique in ER II Based on the Interview

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Most of the students had positive perceptions. Most of them agreed with the implementation of mapping technique in ER II. They considered mind-mapping technique as helpful, especially in motivating them and developing their brains and knowledge. The students’ prior experience of using mind-mapping also helped them to do mapping better. They also agreed that mind-mapping technique helped them to improve their creativity.

Furthermore, mind-mapping technique was very helpful for the students in ER II class especially to get the idea and understand the topic. Nevertheless, although most of the students perceived it in a positive way, there was one student who perceived it in a negative way. He assumed that using Mind-Manager impeded him. He was not accustomed to using Mind-Manager so he could not operate it. He had difficulties to draw mind-maps in the Mind-Manager.

The use of Mind-Manager in ER II class was not always perceived positively by some of the students. The presence of Mind-Manager as a tool to make mind-map made them confused because he/she could not use it. This condition made the student had difficulties in their learning.

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46 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter is divided into two parts. The first is the conclusions from the analysis results. The second is suggestions related to the use of mind-mapping technique in Extensive Reading II.

A. Conclusions

Based on the research findings and data analysis, the implementation of mind-mapping technique in Extensive Reading II and the students’ perceptions on the use of mind-mapping in ER II can be concluded as follows:

1. The Mind-mapping Technique Had Generally Been Implemented Well in Extensive Reading II by Applying the Steps to Do Mind-mapping.

Most of the students had applied the five steps to do mind-mapping in ER II class. First, the students were able to look for the relationships. The students used colors, lines, arrows to show the connections among the ideas generated on their mind-map. Second, they drew quickly on unlined paper without pausing, judging or editing. Third, they wrote down key ideas. Fourth, they put main idea in the center. The last, they leaved a lot of space.

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gave contribution to the students’ preparation to present what they read in the class. In addition, the implementation of mind-mapping technique in ER II had also corresponded to the steps to do mind-mapping as stated in Chapter II. The students used simple words and wrote the key ideas or the important points of the passages. However, there were some students who did not follow the steps by not using colors in their mind-maps. There were also some students who used small fonts so that their mind-mapping looked unclear. Besides, some students did the mind-map while they were reading the passages, not doing reading first and then doing the mind-map.

2. The Students Gained Positive Perceptions on the Use of Mind-mapping Technique in Extensive Reading II.

Most of the students agreed that the presence of mind-mapping was useful for them. Mind-mapping especially helped them to understand the reading passages and to organize the information from the passages. However, there were some of the students who did not use mind-mapping in ER II. They might have thought that the existence of mind-mapping hampered them to study. It might have been because they did not use to draw so that it was hard to make the mind-mapping.

B. Suggestions

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Nevertheless, there are some notes that must be taken into consideration in order to maximize the use of mind-mapping in ER II.

In order to have an effective mind-mapping, the students should have been given deep introductions to the use of Mind Manager. The teacher can use the four first meeting to practice together using the computer program so the students do not get confused on how to make mind-map. Besides, the teacher should give other alternatives to make map. One of the alternative is drawing the mind-maps manually. Therefore, it will give a big opportunity to develop students’ creativity.

During the implementation of this technique in the class, the students should display the result of their mind-map in their presentations. The students can use viewer or projector in order to display the mind-mapping so that the other students can see their friends’ work and can follow their friends’ way of thinking.

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BIBLIOGRAPHY

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Appendix 1

OBSERVATION CHECKLIST

Day/Date :

Class :

Number of students :

No. Activities Observed Not

Observed

Comment

1. 2. 3.

4. 5. 6. 7.

Inside The Class

The teacher explains what topic they are going to study

The students use mind-mapping in their class

The students use mind-mapping as a guide to present their topic The students look at their mind-map when presenting their topic There are relationship among ideas in their mind-map

Students’ mind-map are easy to understand

Students’ mind-map are interesting

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OBSERVATION CHECKLIST

Day/Date :

Class :

Number of students :

No. Activities Observed Not

Observed

Comment

1. 2. 3.

4. 5. 6. 7. 8.

Outside the class (Individually) Reading the passages before making mind-map

Putting the central idea in the center

Giving maximum space for other ideas to radiate out from the center

Using bigger font to write the central idea

Using landscape style of page Using branches to connect among the key ideas

Using colors to connect among the key ideas

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STUDENTS’ PERCEPTIONS ON THE USE OF MIND-MAPPING TECHNIQUE IN EXTENSIVE READING II A THESIS